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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