Chizari, Mohammad (author) and Movahedi, Reza (author)
Format:
Proceedings
Publication Date:
2005-05-25
Published:
Iran
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 150 Document Number: C24332
Journal Title Details:
21
Notes:
James J. Connors of The Ohio State University edited the proceedings., 9 p. Paper presented at the International Agricultural and Extension Education group's 21st annual conference May 25-31, 2005, in San Antonio, TX
12 pages., Article #: 1274944, via online journal., Agricultural extension is perceived as the primary mechanism through which farmers expand their ability to adopt and adapt new technologies and ideas. The use of Information and Communication Technology like videos in extension is being fronted as an alternative to the conventional Face-to face extension approach (F2FEA). A comparison of effectiveness of the Video-mediated extension approach (VMEA) and F2FEA among rice farmers in two districts of Uganda challenges the independent use of the two approaches. A cross-sectional survey of two nonequivalent groups subjected to VMEA in Kamwenge and F2FEA in Hoima districts was conducted with 196 farmers. The results indicate greater potential for integration of VMEA and F2FEA as the two are complementary in the various stages of the farmer learning framework developed. VMEA is significantly better in awareness creation and sharing of knowledge and experiences while the F2FEA is significantly better at enhancing knowledge acquisition and retention and application. The relative strengths of VMEA and F2FEA can best be harnessed through integration of the approaches. The integration will not solve the problem of large farmer to extension ratio common in developing countries but will rather make the extension workers more effective. The integration however calls for rethinking of institutional
arrangement, roles of the extension worker, and pragmatic retooling of the extension worker to embrace social learning principles that empower farmers to be more self-directed learners and innovators.
In farming professions, the question of training for care of the environment has to address the complex nature of the relationship between farming and the environment together with the objectives of professional training. Using the example of a farming task, maize weeding, the author points out the particularities of decision-making on a farm. The consequences for professional training are teaching in complexity and training for professional action. In this context, training for care of the environment can only be effectively incorporated into farming practices if training methods propose a pragmatic approach.
Place, Nick T. (author), Cornejo, Camilo (author), and Haman, Dorota Z. (author)
Format:
Proceedings
Publication Date:
2005-05-25
Published:
El Salvador
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 150 Document Number: C24335
Journal Title Details:
21
Notes:
James J. Connors of The Ohio State University edited the proceedings., 12 p. Paper presented at the International Agricultural and Extension Education group's 21st annual conference May 25-31, 2005, in San Antonio, TX
5pgs, Attention to stress and mental health among agricultural producers has increased over recent years, and Cooperative Extension has been active in offering educational workshops and resources to agricultural audiences. This article describes the process and effectiveness of expanding two (university) Extension farm stress management programs to Cooperative Extension in other states through a national Farm Stress Management Summit. The two-day training Summit provided deeper knowledge about farm stress issues and prepared Extension professionals to offer behavioral health programs in their own communities and respective states. Evaluation findings highlight effective aspects of the Summit and next steps.
