Competencies and training needs of extension agents for educating farmers on genetically engineered crops in Uganda
DOI:
https://doi.org/10.37433/aad.v5i1.395Keywords:
public issues education, controversial issues, extension education, in-service training, technology transferAbstract
The purpose of this study was to determine the training needs of extension agents in Uganda to lead successful education programs on genetically engineered (GE) crops. This was a descriptive survey research study conducted online with public agricultural extension agents in the eastern agro-ecological zone of Uganda. This study used Borich’s method to identify training needs. A survey instrument was designed to determine extension agents’ perceived importance and proficiency of 60 competencies organized under the eight Public Issues Education (PIE) framework competency constructs. The survey received 58 usable responses comprising an 83% response rate. All eight PIE competency constructs were perceived by the extension agents to be important. This study identified additional four competencies important for PIE in addition to the eight competencies in the model. Agents’ greatest training needs were creating partnerships and designing GE education programs. The lowest training needs were creating an environment of professionalism and managing conflicts. The findings indicate the importance of training extension agents on how to engage with farmers in new ways to educate them on GE technology. This study provides implications for determining the training needs of extension agents in PIE such as educating farmers on GE technology.
Downloads
References
Abelson, J., Forest, P. G., Eyles, J., Smith, P., Martin, E., & Gauvin, F. P. (2003). Deliberations about deliberative methods: Issues in the design and evaluation of public participation processes. Social Science & Medicine, 57(2), 239–251. https://doi.org/10.1016/s0277-9536(02)00343-x
Ahteensuu, M. (2012). Assumptions of the deficit model type of thinking: Ignorance, attitudes, and science communication in the debate on genetic engineering in agriculture. Journal of Agricultural and Environmental Ethics 25, 295–313. https://doi.org/10.1007/s10806-011-9311-9
Alibaygi, A., & Zarafshani, K. (2008). Training needs of Iranian extension agents about sustainability: The use of Borich’s need assessment model. African Journal of Agricultural Research, 3(10), 681–687. https://academicjournals.org/journal/AJAR/article-full-text-pdf/47E2DFF29329
Barnhill-Dilling, S. K., Rivers, L., & Delborne, J. A. (2020). Rooted in recognition: Indigenous environmental justice and the genetically engineered American Chestnut tree. Society & Natural Resources, 33(1), 83–100. https://doi.org/10.1080/08941920.2019.1685145
Borich, G. D. (1980). A needs assessment model for conducting follow-up studies. Journal of Teacher Education, 31(1), 39–42. https://doi.org/10.1177/002248718003100310
Calo, A. (2018). How knowledge deficit interventions fail to resolve beginning farmer challenges. Agriculture and Human Values, 35, 367–381. https://doi.org/10.1007/s10460-017-9832-6
Cannon, J. G., Kitchel, A., & Duncan, D. W. (2012). Perceived teaching and learning professional development needs of Idaho secondary career and technical education teachers. The Researcher, 24(1), 43–54. https://www.nrmera.org/wp-content/uploads/2016/02/Researcherv24n1Cannon.pdf
Cook, B. R., Satizábal, P., & Curnow, J. (2021). Humanising agricultural extension: A review. World Development, 140. https://doi.org/10.1016/j.worlddev.2020.105337
Diaz, J., Chaudhary, A. K., Jayaratne, K. S. U., & Assan, E. (2020). Expanding evaluator competency research: Exploring competencies for program evaluation using the context of non-formal education. Evaluation and Program Planning, 79. https://doi.org/10.1016/j.evalprogplan.2020.101790
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed mode surveys: The tailored design method (4th ed.). Wiley. https://doi.org/10.1002/9781394260645
Faure, G., Desjeux, Y., & Gasselin, P. (2012). New challenges in agricultural advisory services from a research perspective: A literature review, synthesis and research agenda. The Journal of Agricultural Education and Extension, 18(5), 461–492. https://doi.org/10.1080/1389224X.2012.707063
Fedoroff, N. V. (2015). Food in a future of 10 billion. Agriculture & Food Security, 4(11). https://doi.org/10.1186/s40066-015-0031-7
Gay, K. D., Owens, C. T., Lamm, A. J., & Rumble, J. N. (2017). Assessing public issues knowledge and needs of Extension agents in Florida. Journal of Extension, 55(1). https://doi.org/10.34068/joe.55.01.24
GFRAS. (2023). Uganda. Global Forum for Rural Advisory Services. https://www.g-fras.org/en/world-wide-extension-study/africa/eastern-africa/uganda.html
Grudens-Schuck, N. (2003). Public issues education projects: Meeting the evaluation challenges. Journal of Extension, 41(1). https://tigerprints.clemson.edu/joe/vol41/iss1/20/
Hansen, J., Holm, L., Frewer, L., Robinson, P., & Sandøe, P. (2003). Beyond the knowledge deficit: Recent research into lay and expert attitudes to food risks. Appetite, 41(2), 111–121. https://doi.org/10.1016/s0195-6663(03)00079-5
Harder, A. (2015). Priority competencies needed by UF/IFAS Extension county faculty. UF/IFAS Extension, University of Florida. https://doi.org/10.32473/edis-wc236-2015
Kamara, L. I., Hulst, F. V., & Dorward, P. (2021) Using improved understanding of research and extension professionals’ attitudes and beliefs to inform design of AIS approaches. The Journal of Agricultural Education and Extension, 27(2), 175–192. https://doi.org/10.1080/1389224X.2020.1828114
Kennedy, B., & Thigpen, C. L. (2020, November 11). Many publics around world doubt safety of genetically modified foods. Pew Research Center. https://www.pewresearch.org/short-reads/2020/11/11/many-publics-around-world-doubt-safety-of-genetically-modified-foods/
Khalil, A. H. O., Ismail, M., Suandi, T., & Silong, A. D. (2009). Human resource development competencies as predictors of agricultural extension agents' performance in Yemen. Human Resource Development International, 12(4), 429-447. https://doi.org/10.1080/13678860903135854
Kibwika, P., Wals, A. E. J., & Nassuna-Musoke, M. G. (2009). Competence challenges of demand-led agricultural research and extension in Uganda. The Journal of Agricultural Education and Extension, 15(1), 5-19. http://dx.doi.org/10.1080/13892240802617510
Kikulwe E. M., Falck-Zepeda J. B., Oloka H. K., Chambers J. A., Komen J., Zambrano P., Wood-Sichra U., & Hanson, H. (2020). Benefits from the Adoption of Genetically Engineered Innovations in the Ugandan Banana and Cassava Sectors: An Ex-ante Analysis [Discussion Paper 1927]. International Food Policy Research Institute (IFPRI). https://doi.org/10.2499/p15738coll2.133716
Klerkx, L. (2020). Advisory services and transformation, plurality and disruption of agriculture and food systems: Towards a new research agenda for agricultural education and Extension studies. The Journal of Agricultural Education and Extension, 26(2), 131–140. https://doi.org/10.1080/1389224X.2020.1738046
Kokotovich, A. E., Delborne, J. A., Elsensohn, J., & Burrack, H. (2020). Emerging technologies for invasive insects: The role of engagement. Annals of the Entomological Society of America, 113(4), 266–279. https://doi.org/10.1093/aesa/saz064
Komen, J., Tripathi, L., Mkoko, B., Ofosu, D. O., Oloka, H., & Wangari, D. (2020). Biosafety regulatory reviews and leeway to operate: Case studies from Sub-Sahara Africa. Frontiers in Plant Science, 11. https://doi.org/10.3389/fpls.2020.00130
Komparic, A. (2015). The ethics of introducing GMOs into sub-Saharan Africa: Considerations from sub-Saharan African theory of Ubuntu. Bioethics, 29, 604-612. https://doi.org/10.1111/bioe.12191
Lakai, D., Jayaratne, K. S. U., Moore, G. E., & Kistler, M. J. (2014). Identification of current proficiency level of extension competencies and the competencies needed for extension agents to be successful in the 21st century. Journal of Human Sciences and Extension, 2(1). https://doi.org/10.54718/UUTF8010
Liles, R. T., & Mustian, R. D. (2004). Core competencies: A systems approach for training and organizational development in extension. The Journal of Agricultural Education and Extension, 10(2), 77-82. http://dx.doi.org/10.1080/13892240485300121
Lindner, J. R., Murphy, T. H., & Briers, G. E. (2001). Handling nonresponse in social science research. Journal of Agricultural Education, 42(4), 43–53. https://doi.org/10.5032/jae.2001.04043
Lopokoiyit, M., Onyango, C., & Kibett, J. (2013). Extension management competency needs of agricultural extension agents in Kenya. Mediterranean Journal of Social Sciences 4(6):11-20. http://dx.doi.org/10.5901/mjss.2013.v4n6p11
Lukanda, I. N. (2020). Activists as strategic science communicators on the adoption of GMOs in Uganda. Journal of Science Communication, 19(6). https://doi.org/10.22323/2.19060306
Mugwanya, N. (2022). Extension agent competencies and training needs on public issues education: A case of genetically engineered crops in Uganda [Doctoral dissertation, North Carolina State University]. NC STATE University Libraries. https://www.lib.ncsu.edu/resolver/1840.20/39814
Narine, L. K., & Harder, A. (2021). Comparing the Borich model with the ranked discrepancy model for competency assessment: A novel approach. Advancements in Agricultural Development, 2(3), 96-111. https://doi.org/10.37433/aad.v2i3.169
Olorunfemi, T. O., Olorunfemi, O. D., Oladele, O. I. (2020). Borich needs model analysis of extension agents’ competence on climate smart agricultural initiatives in South West Nigeria. The Journal of Agricultural Education and Extension, 26(1), 59-73. https://doi.org/10.1080/1389224X.2019.1693406
Paul, J. Y., Khanna, H., Kleidon, J., Hoang, P., Geijskes, J., Daniells, J., Zaplin, E., Rosenberg, Y., James, A., Mlalazi, B., Deo, P., Arinaitwe, G., Namanya, P., Becker, D., Tindamanyire, J., Tushemereirwe, W., Harding, R., & Dale, J. (2017). Golden bananas in the field: Elevated fruit pro-vitamin A from the expression of a single banana transgene. Plant Biotechnology Journal, 15(4), 520–532. https://doi.org/10.1111/pbi.12650
Qaim, M. (2020). Role of new plant breeding technologies for food security and sustainable agricultural development. Applied Economic Perspectives and Policy, 42(2), 129–150. https://doi.org/10.1002/aepp.13044
Rothwell, W. J., Arneson, J., & Naughton, J. (2013). ASTD competency study: The training & development profession redefined. ASTD Press. https://books.google.com/books?id=AOfjAgAAQBAJ&printsec=frontcover&source=gbs_ge_summary_r&cad=0
Scheer, S. D., Cochran, D. R., Harder, A., & Place, N. T. (2011). Competency modeling in extension education: Integrating an academic extension education model with an extension human resource management model. Journal of Agricultural Education, 52 (3), 64–74. http://dx.doi.org/10.5032/jae.2011.03064
Shimali, F., Mangheni, M. N., & Kabahenda, M. (2021). Nutrition education competencies of agricultural extension workers in Uganda. The Journal of Agricultural Education and Extension, 27(4), 535-552. https://doi.org/10.1080/1389224X.2021.1880451
Singletary, L., Smith, M., Hill, G., Daniels, S., Smutko, S., Ayres, J., & Haaland, K. (2007). Strengthening Extension’s capacity to conduct public issues education programs: Results of a national needs assessment. Journal of Extension, 45(3). https://archives.joe.org/joe/2007june/a1.php
Smutko, S., Ayres, J., Babbitt, K., Corcoran, P., Culik, M., Dorsey, M., Frey, L., Haaland, K., Peters, S., & Singletary, L. (2002). Public issues education: Increasing competence, enabling communities. National Public Policy Education Committee, Cooperative Extension, Public Issues Education Competencies Task Force. https://www.farmfoundation.org/wp-content/uploads/attachments/30-PIEIncreasingcompetencebook.pdf
Tarekegne, C., Wesselink, R., Biemans, H. J. A., & Mulder, M. (2017). Developing and validating a competence profile for development agents: An Ethiopian case study. The Journal of Agricultural Education and Extension, 23(5), 427–441. https://doi.org/10.1080/1389224X.2017.1368400
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Tibasaaga, A., & Mugwanya, Z. B. (2018). Science communication models for agricultural transformation in Uganda. Uganda Journal of Agricultural Sciences, 18(2), 123–131. https://doi.org/10.4314/ujas.v18i2.6
Yadav, J. S., Ogwok, E., Wagaba, H., Patil, B. L., Bagewadi, B., Alicai, T., Gaitan‐Solis, E., Taylor, N. J. & Fauquet, C. M. (2011). RNAi‐Mediated resistance to Cassava Brown Streak Uganda Virus in transgenic cassava. Molecular Plant Pathology, 12(7), 677–687. https://doi.org/10.1111/J.1364-3703.2010.00700.X
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nassib Mugwanya, K. S. U. Jayaratne, J. Dara Bloom, Joseph L. Donaldson, Jason Delborne
This work is licensed under a Creative Commons Attribution 4.0 International License.