the new extensionist: core competencies for individuals
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The brief calls for the reform of curricula and learning materials. It urges decision mak-ers to better balance the training of extension professionals between technical and func-tional competencies. It promotes the idea of the “extension professional,” and the need for professional associations where extension pro-fessionals can exchange experiences and gain new knowledge.
The New Extensionist: Core Competencies for Individuals
GFRAS Brief #3 August 2015Kristin Davis
2
Introduction, Background, and Target Audience
The GFRAS “New Extensionist” position paper has attracted much attention to the new roles and capacities needed by extension and advisory services at dif-ferent levels in order to effectively man-age agricultural innovation processes. The New Extensionist document has led to a series of activities and the creation of the GFRAS Consortium for Extension Education and Training.
The New Extensionist calls for capac-ity to be strengthened in extension and advisory services at the individual, organisational, and system levels. This brief is targeted at decision makers in
training institutions such as colleges and universities, and to extension and edu-cation managers, to advocate for a set of core competencies for the individual extension professional.
The brief calls for the reform of curric-ula and learning materials. It urges deci-sion makers to better balance the train-ing of extension professionals between technical and functional competencies. It promotes the idea of the “extension pro-fessional,” and the need for professional associations where extension profession-als can exchange experiences and gain new knowledge. Through this brief we aim to influence the direction of pre-ser-vice education and training for new staff, and the strengthening the competencies of existing staff (in-service training).
The “New Extensionist” Learning Kit
Following an meeting of education experts, GFRAS started to develop an introductory module to the New Extensionist. This is the first part of a “learning kit” targeted at field staff, managers, and lecturers. The aim of the kit is to produce or equip an extension professional who can effectively interact and work with all the different actors within the agricultural innovation system with an ultimate aim of benefiting pro-ducers and related actors. While the contents of the learning kit will be primarily aimed at self-directed learners, it is also suitable for use in face-to-face settings. The materials can also be downloaded and used for face-to-face and blended learn-ing (a combination of self-directed and face-to-face learning). The learning kit can help to top up the knowledge of existing profession-als, but also be taken up by learning institutions for foundational course material for certificates or degrees.
The kit uses the Kolb learning pro-cess (Kolb and Fry 1975; Fry and Kolb 1979). It provides users with information and clear instructions on how to go about their own learn-ing by reading, reflecting on their own experience, drawing conclu-sions, and identifying applications as defined by the Experiential Learning Cycle Approach. This learning approach is based on experiential learning theory (Kolb & Fry 1975)
and is participatory by design. It is a learner-centred approach involv-ing active experience followed by a process of reviewing, reflecting, and applying what has been learned through the experience.
The learners targeted in the New Extensionist Learning Kit include a wide range of people, such as
• Current and incoming students in agriculture and extension
• Animal and crop science degree holders who are employed as extensionists but have no training in extension
• Extension professionals in the field who would like to upgrade their skills or gain new knowledge
• Others who would like to increase their competencies in the offered modules
Approach: How did we get to the Core Competencies?
The New Extensionist “core competen-cies” were developed in part based on the New Extensionist position paper. The position paper used a participa-tory process that included discussions, debates, a survey, and regional priority setting to come to the final product.
Following the publication of the New Extensionist, the GFRAS Consortium
4
collected existing curricula and con-ducted an analysis of the competen-cies that the curricula focused on. The Consortium then partnered with the Association for International Agricultural Extension Education (AIAEE) Professional Development Group to conduct surveys and hold webinars to discuss the core competencies needed in extension today.
In late 2014 a small group of exten-sion education experts from the GFRAS Consortium met to examine the New Extensionist position paper and decide
how to produce learning materials out of it (Box 1). These materials would be mainly for self-directed learning (but can be used for blended learning as well). The group used the New Extensionist position paper and a list of core compe-tencies developed by the Consortium and the AIAEE as noted above. The experts then agreed on a listing of core compe-tencies that the New Extensionist profes-sional should have. The participants then grouped individual competencies into the equivalent of modules. These are shown in Table 1.
New
Ext
ensi
onis
t Le
arni
ng K
it M
odul
es a
nd C
ompe
tenc
ies
Requ
ired
Mo
du
le T
itle
Co
mp
ete
nci
es
Re
qu
ire
d:
Ex
ten
sio
n P
rofe
ssio
nal
S
ho
uld
be
Ab
le t
o…
Mo
du
le C
on
ten
ts
1.
Intr
oduc
tion
to t
he
new
ext
ensi
onis
t•
Def
ine
the
fram
ewor
k of
agr
icul
tura
l inn
ovat
ion
syst
ems
and
posi
tion
him
self
or h
erse
lf w
ithin
the
in
nova
tion
syst
em
• D
efin
e hi
s or
her
new
rol
es a
nd n
ew c
apac
ities
tha
t ar
e re
quire
d fo
r th
e ne
w e
xten
sion
ist
• N
ew e
xten
sion
ist
fram
ewor
k
• A
gric
ultu
ral i
nnov
atio
n sy
stem
s co
ncep
t
• I
mpl
icat
ions
of
thes
e co
ncep
ts f
or r
oles
of
exte
nsio
n an
d ad
viso
ry s
ervi
ces
with
in t
he
inno
vatio
n sy
stem
2.
Cha
ngin
g ro
le
of e
xten
sion
in
inno
vatio
n an
d de
velo
pmen
t
• E
xpla
in t
he r
ole
of e
xten
sion
in in
nova
tion
and
deve
lopm
ent
• G
ive
an o
verv
iew
of
appr
oach
es a
nd t
ools
• S
elec
t ap
prop
riate
app
roac
hes
and
tool
s fo
r a
give
n co
ntex
t
• E
xten
sion
his
tory
, pa
radi
gms,
met
hods
, ap
proa
ches
, to
ols,
prin
cipl
es, sy
stem
s
• R
ole
of e
xten
sion
in in
nova
tion
and
deve
lopm
ent
• E
xten
sion
as
a pr
ofes
sion
and
sci
ence
3.
Exte
nsio
n pr
ogra
mm
e m
anag
emen
t•
Con
duct
ext
ensi
on p
rogr
amm
e pl
anni
ng,
impl
emen
tatio
n, m
onito
ring,
and
eva
luat
ion
• U
se d
iffer
ent
type
s of
pro
blem
sol
ving
tec
hniq
ues
• B
uild
str
ateg
ic p
artn
ersh
ips,
net
wor
k, a
nd m
anag
e st
akeh
olde
rs
• P
lura
lism
in e
xten
sion
and
the
nee
d fo
r an
d m
etho
ds
of c
oord
inat
ion
and
linka
ges
• E
xten
sion
pro
gram
me
plan
ning
, im
plem
enta
tion,
m
onito
ring
and
eval
uatio
n an
d le
arni
ng
(pro
ject
cyc
le)
• T
heor
y of
cha
nge
conc
ept
and
diff
eren
t to
ols
to
use
• H
ow t
o us
e re
flect
ive
lear
ning
, pr
oble
m s
olvi
ng,
and
criti
cal t
hink
ing
• C
oord
inat
ion
chal
leng
es
• R
esea
rch
met
hods
, da
ta g
athe
ring,
doc
umen
tatio
n,
repo
rtin
g
6
Mo
du
le T
itle
Co
mp
ete
nci
es
Re
qu
ire
d:
Ex
ten
sio
n P
rofe
ssio
nal
S
ho
uld
be
Ab
le t
o…
Mo
du
le C
on
ten
ts
4.
Prof
essi
onal
eth
ics
• A
pply
val
ues
and
good
prin
cipl
es s
uch
as h
ones
ty,
resp
ect,
acc
ount
abili
ty in
clus
ion,
tra
nspa
renc
y,
inte
grity
• R
ecog
nise
ext
ensi
on a
s a
scie
nce
and
exte
nsio
n as
a
prof
essi
on
• W
hy e
thic
s is
par
t of
the
ext
ensi
on p
rofe
ssio
n
• C
ore
valu
es o
f th
e na
tiona
l str
ateg
ies
and
orga
nisa
tiona
l cul
ture
• B
asic
kno
wle
dge
of p
rofe
ssio
nally
-acc
epte
d st
anda
rds,
val
ues
guid
ing
prin
cipl
es s
uch
as
hone
sty,
res
pect
, ac
coun
tabi
lity,
incl
usio
n,
relia
bilit
y, t
rans
pare
ncy,
inte
grity
5.
Adu
lt le
arni
ng a
nd
beha
viou
r ch
ange
• P
ract
ice
adul
t le
arni
ng d
esig
n an
d im
plem
ent
adul
t le
arni
ng p
rogr
amm
es
• I
nitia
te a
nd s
uppo
rt s
ocia
l net
wor
ks f
or a
gric
ultu
ral
inno
vatio
n
• A
dult
lear
ning
, ps
ycho
logy
and
beh
avio
ural
cha
nge,
le
arni
ng n
eeds
ass
essm
ent,
tra
inin
g de
sign
, in
stru
ctio
nal t
echn
ique
s, t
rain
ing
eval
uatio
n,
part
icip
ator
y an
d co
llect
ive
lear
ning
, gr
oup
lear
ning
, pe
rson
al m
aste
ry
6.
Com
mun
icat
ion
for
inno
vatio
n•
Com
mun
icat
e w
ith a
ll st
akeh
olde
rs in
the
agr
icul
tura
l in
nova
tion
syst
em
• M
anag
e kn
owle
dge
effe
ctiv
ely
• I
dent
ify a
nd u
se a
ppro
pria
te I
CTs
• I
dent
ify c
ultu
ral a
nd g
ende
r im
plic
atio
ns in
co
mm
unic
atio
n an
d in
nova
tion
• W
hy c
omm
unic
atio
n is
crit
ical
for
inno
vatio
n
• D
iffer
ent
com
mun
icat
ion
mod
els
and
mod
es
• S
elf-
awar
enes
s
• P
rinci
ples
and
met
hods
of
know
ledg
e m
anag
emen
t,
lear
ning
and
sha
ring
• O
vera
ll un
ders
tand
ing
of in
form
atio
n an
d co
mm
unic
atio
n te
chno
logi
es (
ICTs
), w
hen
and
how
th
ey a
re a
ppro
pria
te
• A
bilit
y to
spe
ak p
ublic
ly a
nd p
rese
nt id
eas
• A
bilit
y to
writ
e fo
r sp
ecifi
c pu
rpos
es a
nd a
udie
nces
; ab
ility
to
docu
men
t pr
oces
ses,
str
uctu
re r
epor
ts
and
pres
enta
tions
eff
ectiv
ely
Mo
du
le T
itle
Co
mp
ete
nci
es
Re
qu
ire
d:
Ex
ten
sio
n P
rofe
ssio
nal
S
ho
uld
be
Ab
le t
o…
Mo
du
le C
on
ten
ts
7.
Faci
litat
ion
for
deve
lopm
ent
• V
isio
n an
d or
gani
se d
eman
ds
• B
uild
loca
l org
anis
atio
nal c
apac
ities
• B
roke
r an
d bu
ild li
nkag
es w
ith a
ctor
s in
the
in
nova
tion
syst
em
• W
hy f
acili
tatio
n is
nec
essa
ry f
or d
evel
opm
ent
• P
rinci
ples
of
faci
litat
ion
• F
acili
tatio
n te
chni
ques
• G
roup
dyn
amic
s
• C
oach
ing
indi
vidu
als
and
grou
ps
• I
nnov
atio
n pl
atfo
rms
and
why
and
how
the
y sh
ould
be
use
d
8.
Com
mun
ity
mob
ilisa
tion
• C
ondu
ct li
velih
oods
ass
ets
asse
ssm
ent
• U
se p
robl
em s
olvi
ng a
nd d
ecis
ion
mak
ing
appr
oach
es
• E
xpla
in le
ader
ship
prin
cipl
es a
nd le
ader
ship
de
velo
pmen
t
• E
xpla
in im
plic
atio
ns o
f cu
lture
and
div
ersi
ty,
incl
udin
g ge
nder
and
you
th
• M
obili
se r
esou
rces
• L
ivel
ihoo
ds a
sset
s as
sess
men
t
• M
anag
ing
with
pro
blem
sol
ving
and
dec
isio
n m
akin
g ap
proa
ches
• L
eade
rshi
p pr
inci
ples
and
lead
ersh
ip d
evel
opm
ent
• C
ultu
re a
nd d
iver
sity
, in
clud
ing
gend
er a
nd y
outh
• R
esou
rce
mob
ilisa
tion
9.
Farm
er in
stitu
tiona
l de
velo
pmen
t•
Exp
lain
or
defin
e th
eory
, m
odel
s, a
nd t
ypes
of
grou
ps a
nd o
rgan
isat
ions
• M
anag
e gr
oup
dyna
mic
s
• E
xpla
in h
ow t
he p
olic
y en
viro
nmen
t an
d “r
ules
of
the
gam
e” in
fluen
ce o
rgan
isat
ions
• M
anag
emen
t an
d le
ader
ship
• G
roup
dec
isio
n-m
akin
g pr
oces
ses
• P
artic
ipat
ory
appr
oach
es
• T
heor
y, m
odel
s, a
nd t
ypes
of
grou
ps a
nd
orga
nisa
tions
• G
roup
dyn
amic
s, m
anag
emen
t an
d le
ader
ship
, gr
oup
deci
sion
-mak
ing
proc
esse
s
• H
ow t
he p
olic
y en
viro
nmen
t an
d “r
ules
of
the
gam
e” in
fluen
ce o
rgan
isat
ions
8
Mo
du
le T
itle
Co
mp
ete
nci
es
Re
qu
ire
d:
Ex
ten
sio
n P
rofe
ssio
nal
S
ho
uld
be
Ab
le t
o…
Mo
du
le C
on
ten
ts
10. V
alue
cha
in e
xten
sion
• E
xpla
in b
asic
con
cept
s an
d to
ols
for
valu
e ch
ain
appr
oach
es
• L
ink
farm
ers
to m
arke
t (in
put
and
outp
ut m
arke
ts)
• A
naly
se c
onsu
mer
pre
fere
nces
• R
espo
nd t
o st
anda
rds
cert
ifica
tion
and
regu
lato
ry
syst
ems
• W
hy e
xten
sion
sho
uld
deal
with
val
ue c
hain
s an
d w
hy f
arm
ers
shou
ld b
e lin
ked
to v
alue
cha
ins
• B
asic
con
cept
s an
d to
ols
in v
alue
cha
ins
and
mar
kets
and
how
to
anal
yse
this
• V
alue
cha
in in
term
edia
ry t
ypes
and
rol
es
• C
olle
ctiv
e ac
tion
for
enha
nced
mar
ket
acce
ss
• S
tand
ards
and
cer
tific
atio
n
• G
ende
r in
the
val
ue c
hain
11. A
gric
ultu
ral
entr
epre
neur
ship
• A
naly
se b
usin
ess
oppo
rtun
ities
and
con
duct
mar
ket
anal
ysis
• P
rom
ote
farm
ent
repr
eneu
rshi
p
• W
hy is
ent
repr
eneu
rshi
p im
port
ant
and
how
is it
re
late
d to
the
new
ext
ensi
onis
t?
• A
gric
ultu
ral b
usin
ess
plan
s
• A
gric
ultu
ral e
cono
mic
s
• E
ntre
pren
eurs
hip
conc
epts
and
how
to
stim
ulat
e th
is in
clie
ntel
e
12. G
ende
r an
d yo
uth
issu
es in
agr
icul
tura
l ex
tens
ion
and
rura
l de
velo
pmen
t
• A
ppre
ciat
e ge
nder
diff
eren
ces
thro
ugh
the
follo
win
g qu
estio
ns:
who
doe
s w
hat,
with
wha
t, h
ow a
nd
why
?
• U
se g
ende
r-se
nsiti
ve a
ppro
ache
s
• E
ngag
e an
d re
tain
rur
al y
outh
• K
ey c
once
pts
of g
ende
r, ge
nder
rol
es a
nd g
ende
r-se
nsiti
ve a
ppro
ache
s.
• W
hy g
ende
r an
d yo
uth
mat
ter
in e
xten
sion
and
ru
ral d
evel
opm
ent
and
agric
ultu
ral e
xten
sion
• A
ppro
ache
s to
add
ress
ing
gend
er a
nd y
outh
in
exte
nsio
n an
d ho
w t
o en
gage
and
ret
ain
you
th in
ex
tens
ion
and
agric
ultu
re
13. A
dapt
atio
n to
cha
nge
• E
nhan
ce a
dapt
ive
capa
citie
s of
com
mun
ities
to
diff
eren
t ty
pes
of r
isks
and
unc
erta
intie
s re
late
d to
cl
imat
e ch
ange
, m
arke
ts a
nd d
isas
ters
• A
naly
se t
ools
for
ada
ptat
ion
optio
ns
• D
eal w
ith r
isks
, ch
ange
, an
d un
cert
aint
ies
• C
once
pts
and
theo
ry b
ehin
d ad
apta
tion
and
clim
ate
chan
ge
• T
ools
and
app
roac
hes
to s
uppo
rt f
arm
ers
and
enha
nce
com
mun
ity
capa
city
to
adap
t to
ris
k an
d ch
ange
in c
limat
e, m
arke
ts, an
d di
sast
ers;
and
fa
rmer
cop
ing
stra
tegi
es
What are the Core Competencies?
We define competence as the suffi-ciency of knowledge and skills that ena-ble a person to act in a wide variety of situations. Competence is the ability to do something efficiently and effectively (i.e. successfully). The core competen-cies are those identified by the GFRAS Consortium as critical for extension agents throughout the world.
Table 1 shows the learning kit modules and competencies required under each. While some of these modules are being offered at various universities and education centres (see the GFRAS Directory of Education and Training), in many cases they need to be more widely available and reformed accord-ing to the New Extensionist thinking. These modules can become part of additional training and up-skilling for extension pro-fessionals (for example through a post-graduate course – see next section).
10
Facilitating the Core Competencies: Recommendations for Educators and Managers1. Better balance training of extension
professionals between technical and functional competencies
There have been numerous debates in equipping extension staff with regard to need for a “generalist” or a “special-ist” and “hard” (technical) versus “soft” (functional) skills (Davis et al. 2010). The GFRAS Consortium suggests that we should rather promote the idea of an “extension specialist,” with recognition of the importance of the deep knowl-edge and theory that makes up this profile. Extension agents have a set of competencies that are special and sep-arate from other disciplines. However, at the moment, most of their training is focused on the technical rather than the functional aspects. Practical level field experience is also missing in their train-ing (Davis et al. 2007).
As extension staff need to work closely with farmers and other actors in the AIS, there is a need for both functional and technical capacities. As a result, GFRAS focuses on the functional competencies agreed to be an extension professional, recognising that the technical skills are adequately catered for during their train-ing. Ultimately, it is about finding the right balance between the technical and func-
Sasakawa Africa Fund for Extension Education (SAFE): Topping up Skills
Sasakawa Africa Association, founded to promote use of improved technologies and methods, quickly realised the pivotal role of frontline extension workers and the need to strengthen extension person-nel. Thus SAFE was founded with the aim of strengthening capacity of frontline extension workers, in part-nership with Winrock International.
This is done through a unique part-nership programme between uni-versities or colleges in Africa and the employers of frontline exten-sion workers. The programme is demand-driven (training institutions develop programmes responsive to employer needs) and practice-ori-ented. Typically employers select extension staff who are already working and grant them salaried study leave. The universities provide competent teachers and facilitate field supervision. Two months are devoted to extension needs assess-ment and eight to action research under ‘Supervised Enterprise Projects’.
The programme has learned the fol-lowing: Employers can influence uni-versities; universities can respond to well-articulated needs; field experi-ence can enrich teaching and learn-ing; and mid-career professionals represent an unexploited group of learner. The programme is now in nine countries, 19 universities, and two colleges.
tional skills, and ensuring that extension professionals receive practical and on-the-job training as well as in the classroom.
Different competencies are best gained in different way. Thus educators must consider the best mechanisms for learn-ing. As detailed in Mutimba et al. (2010), one must consider the strengths and weaknesses of alternate delivery mech-anisms. These include full-time, part-time, distance learning, on-the-job train-ing, and short courses.
2. Foster the discipline through profes-sionalisation and professional society membership
What does it mean to be in a profes-sion? A profession is an occupation or vocation, as opposed to a job where one
just fulfils set functions. Characteristics of a profession include a common body of knowledge, a system for controlling admission, certain rules of conduct, pro-cedures for discipline, and a public and legal authority (Koch et al. 2013).
Most extension staff work within a sys-tem that does not adequately recognise their job as a profession nor provide sufficient motivation and incentives for career development. There are several ways to address this. The first is the need for professional associations where the extension professional can partici-pate for peer exchange and professional development. Examples of these pro-fessional bodies include the Association for International Agricultural Extension Education (AIAEE), South African Society for Agricultural Extension (SASAE), the
Australasia Pacific Extension Network (APEN), and the Ethiopia Society for Rural Development & Agricultural Extension (ESRDAE).
Secondly, extension professionals need to have a career path with appro-priate incentives and motivation. In some countries there is recognition of extension as a profession or a disci-pline. For instance, in South Africa, the Department of Agriculture, Forestry and Fisheries (DAFF) together with the SASAE requested the South African Council for Natural Scientific Professions (SACNASP) to recognise extension as a profession and a field of practice, under The Natural Scientific Professions Act, 2003 (Act No 27 of 2003).
3. Reform curricula to strengthen exist-ing competencies and improve pre-service training of staff
There are several ways to improve the core competencies of extension staff. The first is to “top up” existing com-petencies through short courses and
other types of in service training. The advent of massive open online courses (MOOCS) and other online learning materials makes this easier for staff already employed. However, profession-als already on the job need to be able to take the time to top up their skills and gain new knowledge. Thus they need the support of management to do so (Box 2). Beyond this, incentives of vari-ous types help. These include recogni-tion of staff who have completed cer-tain courses, awards, certificates, salary raises, and promotions.
Based on the current situation in Africa and other parts of the world, perhaps the best solution is to offer a post-grad-uate diploma in extension, much as one can receive a Graduate Certificate in Education in some countries. There are many people working in extension with a background in crop or animal sci-ence, but don’t have the requisite func-tional competencies as laid out in Table 1. Thus training institutions should con-sider this as one key mechanism.
4. Go beyond training and include prac-tical experience and continuous learning
Results of an electronic discussion on Capacity Development for Extension and Advisory Service Providers in South Asia, led by Agricultural Extension in South Asia (AESA), noted that trainings (including workshops, seminars, and
conferences) in most cases only help build awareness and do not necessar-ily aid in analytical and decision mak-ing capacities. Apart from awareness creation, capacity development should include, exposure visits, documentation of good practices, networking, dissemi-nation of relevant information, and pro-grammes for self-paced learning. Some competencies cannot be learned in the classroom and must be experienced through internships, practicums, and on-the-job training (learning by doing).
Secondly, the pre-service courses that staff take in order to become an exten-
sionist (e.g. college or university train-ing) need reform in many cases. This means that the basic coursework and the skills and competencies being taught in training institutions need to be reviewed, and in many cases, revised and updated. This must be based on needs assessments in the various countries. More practical components must be built in. There must also be a clear link between the training and the employers, as shown in Box 2. We rec-ognize that curricula reform takes a long time. However, in many cases it is some-thing that is necessary and the journey should begin.
SummaryThe brief calls for managers and decision makers to embrace the concept of the “new extensionist” and to take steps to ensure that extension professionals are equipped for their job. This includes rec-ognising extension as a profession and ensuring that staff are linked to societies to allow for professional development. It means having a better balance between technical and functional skills. Finally, it implies the need to revisit and where necessary revise curricula and training materials based on felt needs.
References and Further Reading
Davis, K., J. Ekboir and Spielman, D. J. 2008. Strengthening Agricultural edu-cation and training in sub- Saharan Africa from an innovation systems per-spective: A case study of Mozambique. Journal of Agricultural Education and Extension 14(1): 35-51.
Davis, K, Ekboir, J. M., Mekasha, W., Ochieng, C. Spielman, D. J., and Zerfu, E. 2007. Strengthening agricultural education and training in Sub-Saharan Africa from an innovation systems per-spective: Case studies of Ethiopia and Mozambique. IFPRI Discussion Paper 00736. Washington, D.C: International Food Policy Research Institute.
Davis, K. & Sulaiman, R. V. 2014. The “new extensionist”: Roles and capaci-ties to strengthen extension and advi-sory services. Journal of Agricultural Education and Extension 21(3). doi:10.5191/jiaee.2014.21301.
Fry, R. &. Kolb, D. 1979. Experiential Learning Theory and Learning Experiences in Liberal Arts Education. Service Learning, General. Paper 109. Available: http://digitalcommons.unomaha.edu/slceslgen/109.
Koch, B. H., Lukhalo, T. & Terblanché, S. E. 2013. The feasibility of estab-lishing a professional South African extension and advisory body. Pretoria: Unpublished paper.
Kolb, D.A. and R. Fry. 1975. Toward an applied theory of experiential learn-ing. In Theories of group processes, edited by Cary Cooper. London, UK: John Wiley & Sons.
Mutimba, J. K., H. C. Knipscheer, and D. Naibakelao. 2010. The role of universities in food security and safety: Perspectives based on the Sasakawa Africa Fund for Extension Education. Journal of Developments in Sustainable Agriculture 5: 12-22.
Spielman, D.J., J. Ekboir, K. Davis, and C.M.O. Ochieng. 2008. An innovation systems perspective on strengthen-ing agricultural education and train-ing in sub-Saharan Africa. Agricultural Systems 98:1-9.
Sulaiman, R. and Davis, K. 2012. The “new extensionist”: roles, strategies, and capacities to strengthen exten-sion and advisory services. GFRAS Position Paper. Lindau: GFRAS.
Correct citation: Davis, K. 2015. The New Extensionist: Core Competencies for Individuals. GFRAS Brief 3. Lindau, Switzerland: The Global Forum for Rural Advisory Services.
Photos: Cover: M.Knipfer Page 2: Zoonar/ Walter G. Altgoewer Page 4: Eric McGaw Page 9 & 12: Swiss Academy for Development Page 13: AESA
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