Pub Date : 2022-09-01DOI: 10.1080/1389224X.2022.2117213
Ghaida S. Alrawashdeh, Samantha Lindgren, M. Reyes, Sar Pisey
ABSTRACT Purpose: The purpose of this study was to examine rural school students’ perception of a career in farming following their participation in educational farming activities. Design/Methodology/Approach: We hypothesized that engagement with innovative educational farming activities can influence young people’s aspirations for a career in farming and that this relationship is mediated by relatedness to the local environment, and agriculture’s perceived impact. A survey instrument was administered, and mediation was examined using path analysis. Findings: Significant direct and indirect effects were observed indicating that engagement with educational agricultural activities significantly influences students’ relatedness to their local environment, and their perceptions toward agriculture’s impact on their local community, which in turn has a positive effect on their attitudes toward a career in farming. Theoretical Implication: The results of this study point to the generalizability of Social Cognitive Career Theory (SCCT) across contexts and provide empirical support for its suitability in analyzing different approaches to attract and retain youth in the agriculture sector in Cambodia. Practical Implication: The results highlight the benefits of providing contextually-appropriate educational programs that are designed to reframe agriculture as innovative, profitable, and interesting to encourage youth to consider a future career in the sector. Originality/Value: The findings can guide future training agendas and agricultural educational programs to be more efficient in attracting and retaining youth in the sector by incorporating contextually-appropriate educational topics that highlight agriculture’s impact and strengthen youth relatedness to their local environment.
{"title":"Engaging youth at school to advance sustainable agriculture and inspire future farming: evidence from Cambodia","authors":"Ghaida S. Alrawashdeh, Samantha Lindgren, M. Reyes, Sar Pisey","doi":"10.1080/1389224X.2022.2117213","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2117213","url":null,"abstract":"ABSTRACT Purpose: The purpose of this study was to examine rural school students’ perception of a career in farming following their participation in educational farming activities. Design/Methodology/Approach: We hypothesized that engagement with innovative educational farming activities can influence young people’s aspirations for a career in farming and that this relationship is mediated by relatedness to the local environment, and agriculture’s perceived impact. A survey instrument was administered, and mediation was examined using path analysis. Findings: Significant direct and indirect effects were observed indicating that engagement with educational agricultural activities significantly influences students’ relatedness to their local environment, and their perceptions toward agriculture’s impact on their local community, which in turn has a positive effect on their attitudes toward a career in farming. Theoretical Implication: The results of this study point to the generalizability of Social Cognitive Career Theory (SCCT) across contexts and provide empirical support for its suitability in analyzing different approaches to attract and retain youth in the agriculture sector in Cambodia. Practical Implication: The results highlight the benefits of providing contextually-appropriate educational programs that are designed to reframe agriculture as innovative, profitable, and interesting to encourage youth to consider a future career in the sector. Originality/Value: The findings can guide future training agendas and agricultural educational programs to be more efficient in attracting and retaining youth in the sector by incorporating contextually-appropriate educational topics that highlight agriculture’s impact and strengthen youth relatedness to their local environment.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"539 - 556"},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44150788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/1389224X.2022.2089178
Johan Blockeel, Delgermaa Chuluunbaatar, Aiden Holley, R. Sulaiman, P. Djamen, C. Grovermann
ABSTRACT Purpose To evaluate pluralistic Extension and Advisory Services (EAS) systems performance and outcomes, and share the experiences made with applying a participatory semi-quantitative approach allowing for cross-country comparability. Design/methodology/approach The Food and Agriculture Organization of the United Nations (FAO) developed the ‘Extension and Advisory Services (EAS) System – Yardstick’ (EAS-Y), a semi-quantitative assessment approach relying on expert-based scores to evaluate the EAS system performance on the one hand, and users’ scores to measure the system outcomes on the other. The tool was applied in three countries, Costa Rica, Ecuador, and Peru. Findings Results revealed an overall weak performance on most assessed criteria. Experts pointed out a lack of adequate policies addressing agricultural extension, insufficient funding, and poor infrastructure. On the other hand, the increased focus on sustainability, increased inclusiveness levels, and steady uptake of digitalization technologies are areas where progress was recently made. On the outcomes side, users perceived EAS contributed mainly to acquiring technical skills, while less to entrepreneurial and social skills. Practical Implications EAS-Y represented a user-friendly and cost-effective solution to identify performance gaps and assess outcomes in a semi-quantitative way. Therefore, we consider the latter has the potential to be applied to prioritize areas for intervention and guide decision-making processes. Theoretical implications The commonly existing data gap not allowing for a quantitative evaluation of pluralistic EAS systems can be overcome using a participatory evaluation tool that relies on expert and user’s judgments. Originality/Value We used an innovative evaluation approach to assess pluralistic extension systems in three Latin American countries.
{"title":"Taking a snapshot of Extension and Advisory Systems performance and outcomes: insights on a semi-quantitative evaluation approach","authors":"Johan Blockeel, Delgermaa Chuluunbaatar, Aiden Holley, R. Sulaiman, P. Djamen, C. Grovermann","doi":"10.1080/1389224X.2022.2089178","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2089178","url":null,"abstract":"ABSTRACT Purpose To evaluate pluralistic Extension and Advisory Services (EAS) systems performance and outcomes, and share the experiences made with applying a participatory semi-quantitative approach allowing for cross-country comparability. Design/methodology/approach The Food and Agriculture Organization of the United Nations (FAO) developed the ‘Extension and Advisory Services (EAS) System – Yardstick’ (EAS-Y), a semi-quantitative assessment approach relying on expert-based scores to evaluate the EAS system performance on the one hand, and users’ scores to measure the system outcomes on the other. The tool was applied in three countries, Costa Rica, Ecuador, and Peru. Findings Results revealed an overall weak performance on most assessed criteria. Experts pointed out a lack of adequate policies addressing agricultural extension, insufficient funding, and poor infrastructure. On the other hand, the increased focus on sustainability, increased inclusiveness levels, and steady uptake of digitalization technologies are areas where progress was recently made. On the outcomes side, users perceived EAS contributed mainly to acquiring technical skills, while less to entrepreneurial and social skills. Practical Implications EAS-Y represented a user-friendly and cost-effective solution to identify performance gaps and assess outcomes in a semi-quantitative way. Therefore, we consider the latter has the potential to be applied to prioritize areas for intervention and guide decision-making processes. Theoretical implications The commonly existing data gap not allowing for a quantitative evaluation of pluralistic EAS systems can be overcome using a participatory evaluation tool that relies on expert and user’s judgments. Originality/Value We used an innovative evaluation approach to assess pluralistic extension systems in three Latin American countries.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"489 - 509"},"PeriodicalIF":2.8,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46239602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-19DOI: 10.1080/1389224X.2022.2082497
M. Kamruzzaman, Katherine Anne Daniell, Ataharul Chowdhury, S. Crimp
ABSTRACT Purpose Facilitation of learning enhances innovation through overcoming innovation barriers and supporting learning outcomes. However, little is known about how public Extension and Advisory Services (EAS) facilitate learning to help adapt to particular climate stressors. This article investigates the role of public EAS in facilitating learning to enhance innovation in a flash flood-affected farming context. Design/methodology/approach The research adopted flash flood-affected rice farming in Bangladesh as a case and collected data with actors involved in various extension approaches using interviews and focus group discussions. Findings Public EAS should involve a range of relevant actors, including the private sector and scientists, and jointly evaluate with farmers and provide feedback on the effectiveness of various crop cultivation strategies for flash flood adaptation. Public EAS needs to deliver the necessary instrumental support and resources to achieve learning outcomes and enable farmers to make desirable changes to farm activities. Practical implications Policy makers need to develop policies for the capacity development of public EAS staff and provide adequate resources so that public EAS can facilitate learning approaches to support discussions on local concerns and the use of local knowledge, experiences, and resources for flash flood adaptation. Theoretical implications Facilitation of learning to support adoption of technological innovations is not sufficient in the context of flash flood adaptation. Facilitation should support discussions on effective utilisation of natural and common resources for the flash flooding context. Originality/ value The study investigated the ways public EAS can facilitate learning to overcome barriers to innovation and support learning outcomes in a flash flooding context.
{"title":"Facilitating learning for innovation in a climate-stressed context: insights from flash flood-affected rice farming in Bangladesh","authors":"M. Kamruzzaman, Katherine Anne Daniell, Ataharul Chowdhury, S. Crimp","doi":"10.1080/1389224X.2022.2082497","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2082497","url":null,"abstract":"ABSTRACT Purpose Facilitation of learning enhances innovation through overcoming innovation barriers and supporting learning outcomes. However, little is known about how public Extension and Advisory Services (EAS) facilitate learning to help adapt to particular climate stressors. This article investigates the role of public EAS in facilitating learning to enhance innovation in a flash flood-affected farming context. Design/methodology/approach The research adopted flash flood-affected rice farming in Bangladesh as a case and collected data with actors involved in various extension approaches using interviews and focus group discussions. Findings Public EAS should involve a range of relevant actors, including the private sector and scientists, and jointly evaluate with farmers and provide feedback on the effectiveness of various crop cultivation strategies for flash flood adaptation. Public EAS needs to deliver the necessary instrumental support and resources to achieve learning outcomes and enable farmers to make desirable changes to farm activities. Practical implications Policy makers need to develop policies for the capacity development of public EAS staff and provide adequate resources so that public EAS can facilitate learning approaches to support discussions on local concerns and the use of local knowledge, experiences, and resources for flash flood adaptation. Theoretical implications Facilitation of learning to support adoption of technological innovations is not sufficient in the context of flash flood adaptation. Facilitation should support discussions on effective utilisation of natural and common resources for the flash flooding context. Originality/ value The study investigated the ways public EAS can facilitate learning to overcome barriers to innovation and support learning outcomes in a flash flooding context.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"463 - 487"},"PeriodicalIF":2.8,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/1389224X.2022.2082498
Conor Hammersley, N. Richardson, D. Meredith, P. Carroll, John G. McNamara
ABSTRACT Purpose Farmers experience poor health outcomes and are considered ‘hard to reach’. Agricultural advisors (‘advisors’) are uniquely positioned to support and signpost farmers on health issues. This paper explores the acceptability and terms of reference of a potential health role for advisors, and offers key recommendations for developing a bespoke farmers’ health training programme. Methodology Following ethical approval, eleven focus groups were conducted with farmers (n = 4), advisors (n = 4), farming organisations (n = 2) and farmers’ ‘significant others’ (n = 1). Utilising Thematic Content Analysis, transcripts were coded iteratively and emerging themes were grouped into primary and subthemes. Findings/practical implications Our analysis identified three themes. ‘Scope and acceptability of a potential health role for advisors’ examines how participants envision and are receptive to such a role. ‘Responsibilities, boundaries and self-care’ considers both a health promotion and ‘health connector’ advisory role – normalising health conversations and sign-posting farmers to services/supports. Finally, ‘trouble-shooting potential obstacles to advisors assuming a health role’ reflects on the barriers that may impede advisors capacity or potential to have a broader health role. Theoretical implications/original value Within the context of the stress process theory, findings provide unique insights into how advisory can mediate stress and contribute to farmers’ health and wellbeing.
{"title":"Supporting farmer wellbeing: exploring a potential role for advisors","authors":"Conor Hammersley, N. Richardson, D. Meredith, P. Carroll, John G. McNamara","doi":"10.1080/1389224X.2022.2082498","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2082498","url":null,"abstract":"ABSTRACT Purpose Farmers experience poor health outcomes and are considered ‘hard to reach’. Agricultural advisors (‘advisors’) are uniquely positioned to support and signpost farmers on health issues. This paper explores the acceptability and terms of reference of a potential health role for advisors, and offers key recommendations for developing a bespoke farmers’ health training programme. Methodology Following ethical approval, eleven focus groups were conducted with farmers (n = 4), advisors (n = 4), farming organisations (n = 2) and farmers’ ‘significant others’ (n = 1). Utilising Thematic Content Analysis, transcripts were coded iteratively and emerging themes were grouped into primary and subthemes. Findings/practical implications Our analysis identified three themes. ‘Scope and acceptability of a potential health role for advisors’ examines how participants envision and are receptive to such a role. ‘Responsibilities, boundaries and self-care’ considers both a health promotion and ‘health connector’ advisory role – normalising health conversations and sign-posting farmers to services/supports. Finally, ‘trouble-shooting potential obstacles to advisors assuming a health role’ reflects on the barriers that may impede advisors capacity or potential to have a broader health role. Theoretical implications/original value Within the context of the stress process theory, findings provide unique insights into how advisory can mediate stress and contribute to farmers’ health and wellbeing.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"511 - 538"},"PeriodicalIF":2.8,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48734202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-02DOI: 10.1080/1389224X.2022.2082500
D. Okello, I. Akite, Francis Atube, S. W. Kalule, D. Ongeng
ABSTRACT Purpose This study aimed at assessing how farmers’ access to agricultural extension is linked to farmers’ choice of extension service providers, and the crops and livestock activities engaged in at the farm level. Methodology/Design/Approach Cross-sectional data were collected from a sample of 342 farming households. Data analyses were conducted using the descriptive statistics and Probit binary regression model. Findings Results show that farmer access to agricultural extension depends on farmer district location, experience, group membership, use of pesticides, crop and livestock production diversity, and information source diversity. Furthermore, results show that gender, marital status, experience credit access, group membership, and livestock production diversity are the main drivers of farmers’ choice of service providers for an agricultural extension at the farm level. Lastly, leading determinants of access to agriculture for individual farm enterprises include farmer location (district), gender, marital status, education, experience, land owned, access to credit, group membership, ownership of mobile phones, and market information source diversity. Practical Implications Differentiated targeting of agricultural extension across farmer demographic structures and production objectives is not only influenced by varying factors but also important for ensuring that extension services are responsive for food and cash generation needs of local communities. Theoretical Implications This study deepens the literature on farmer access to agricultural extension with results demonstrating differences in factors that determine farmers’ choice of service providers for agricultural extension and the kind of crop and livestock activities engaged at the farm level. Originality/value This research is of high value as it presents empirical results on factors associated with the provision of agricultural extension services where there are many providers and where extension services is targeting different agricultural enterprises.
{"title":"Examining the relationship between farmers’ characteristics and access to agricultural extension: Empirical evidence from northern Uganda","authors":"D. Okello, I. Akite, Francis Atube, S. W. Kalule, D. Ongeng","doi":"10.1080/1389224X.2022.2082500","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2082500","url":null,"abstract":"ABSTRACT Purpose This study aimed at assessing how farmers’ access to agricultural extension is linked to farmers’ choice of extension service providers, and the crops and livestock activities engaged in at the farm level. Methodology/Design/Approach Cross-sectional data were collected from a sample of 342 farming households. Data analyses were conducted using the descriptive statistics and Probit binary regression model. Findings Results show that farmer access to agricultural extension depends on farmer district location, experience, group membership, use of pesticides, crop and livestock production diversity, and information source diversity. Furthermore, results show that gender, marital status, experience credit access, group membership, and livestock production diversity are the main drivers of farmers’ choice of service providers for an agricultural extension at the farm level. Lastly, leading determinants of access to agriculture for individual farm enterprises include farmer location (district), gender, marital status, education, experience, land owned, access to credit, group membership, ownership of mobile phones, and market information source diversity. Practical Implications Differentiated targeting of agricultural extension across farmer demographic structures and production objectives is not only influenced by varying factors but also important for ensuring that extension services are responsive for food and cash generation needs of local communities. Theoretical Implications This study deepens the literature on farmer access to agricultural extension with results demonstrating differences in factors that determine farmers’ choice of service providers for agricultural extension and the kind of crop and livestock activities engaged at the farm level. Originality/value This research is of high value as it presents empirical results on factors associated with the provision of agricultural extension services where there are many providers and where extension services is targeting different agricultural enterprises.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"439 - 461"},"PeriodicalIF":2.8,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45611569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-27DOI: 10.1080/1389224X.2022.2073112
L. Klerkx
The Journal of Agricultural Education and Extension publishes research on a broad variety of topics within the field of extension and education, applying diverse theoretical lenses and methodological approaches. Studies published in the Journal of Agricultural Education and Extension range from analysis of micro-level issues, such as student and farmer behaviour in relation to educational and advisory interventions (Hall, Turner, and Kilpatrick 2019; Kalule et al. 2019; Zaremohzzabieh et al. 2022) and farmers’ knowledge networks (Koutsouris and Zarokosta 2021; Kvam, Hårstad, and Stræte 2022; Mrnuštík Konečná and Sutherland 2022), to macro-level analysis of the institutional settings and organisational arrangements within national extension and education systems (Birner et al. 2006; Klerkx et al. 2017; Rijswijk and Brazendale 2017; Turner et al. 2021), as part of broader rural or agricultural knowledge and innovation systems. As regards the focus of extension and education interventions, provided through for example advisory services (Hoffmann and Thomas 2003), formal and informal training (Gerster-Bentaya, Knierim, and Herrera Sabillón 2022; Wanjiku, Mairura, and Place 2010), farm demonstrations (Sutherland and Marchand 2021), peer learning structures (Faysse, Sraïri, and Errahj 2012; Klerkx and Leeuwis 2009), many studies report on interventions related to technical topics such as soil management, plant and animal health management, and the implementation of farm mechanisation. While attention to how extension and education support learning and innovation on technical topics is and remains important, farming entails much more than managing technical issues. A range of social, economic, financial, and human resource issues as well as physical and mental health factors of farmers and other farm workers come into play in overall farm management. How these topics are addressed by extension and education has been the subject of articles in the Journal of Agricultural Education and Extension and elsewhere, with publications on extension and education related to topics such as human resources and finance (Berde and Piros 2006; Dockès et al. 2019; Hilkens et al. 2018; Mattila et al. 2007; Sasidhar and Van Den Ban 2006; Sh. Al-Rimawi et al. 2006), physical and mental health and safety of farmers, farm workers, and students (Azzi et al. 2022; Inwood et al. 2019; O’Connor et al. 2021), and learning how to deal with controversial issues and license-to-produce (Pfeiffer et al. 2021). While this area of research is represented in the Journal of Agricultural Education and Extension, as indicated in an earlier editorial (Klerkx 2020) there is ample scope for more research on these topics. This is especially relevant because farmers, advisors, educators, and students face new challenges, in the current context of rapid change induced by issues and trends such as climate change, digitalisation and other ‘Agriculture 4.0’ technologies (da Silveira, Lermen, and Ama
《农业教育与推广杂志》发表了关于推广和教育领域内各种主题的研究，应用了不同的理论镜头和方法方法。发表在《农业教育与推广杂志》上的研究包括微观层面问题的分析，例如与教育和咨询干预有关的学生和农民行为(Hall, Turner和Kilpatrick 2019;Kalule et al. 2019;Zaremohzzabieh等人。2022)和农民知识网络(Koutsouris和Zarokosta 2021;Kvam, ha rstad, and Stræte 2022;Mrnuštík kone n和Sutherland 2022)，对国家推广和教育系统内的制度设置和组织安排进行宏观层面的分析(Birner等人，2006;Klerkx等人，2017;Rijswijk and Brazendale 2017;Turner et al. 2021)，作为更广泛的农村或农业知识和创新系统的一部分。关于推广和教育干预的重点，例如通过咨询服务(Hoffmann和Thomas 2003)，正式和非正式培训(Gerster-Bentaya, Knierim和Herrera Sabillón 2022;Wanjiku, Mairura, and Place 2010)，农场示范(Sutherland and Marchand 2021)，同侪学习结构(Faysse, Sraïri, and Errahj 2012;Klerkx和Leeuwis 2009)，许多研究报告了与土壤管理、植物和动物健康管理以及农业机械化实施等技术主题相关的干预措施。虽然关注推广和教育如何支持技术主题的学习和创新是而且仍然是重要的，但农业所涉及的远不止管理技术问题。一系列社会、经济、财政和人力资源问题以及农民和其他农场工人的身心健康因素在全面农场管理中发挥作用。如何通过推广和教育来解决这些问题一直是《农业教育和推广杂志》和其他地方文章的主题，以及与人力资源和财务等主题相关的推广和教育出版物(Berde和Piros 2006;dock等人，2019;Hilkens et al. 2018;Mattila等人，2007;Sasidhar and Van Den Ban 2006;Sh. al - rimawi等人，2006)，农民、农场工人和学生的身心健康和安全(Azzi等人，2022;Inwood et al. 2019;O 'Connor et al. 2021)，以及学习如何处理有争议的问题和生产许可(Pfeiffer et al. 2021)。虽然这一领域的研究发表在《农业教育与推广杂志》上，但正如早期社论(Klerkx 2020)所指出的那样，在这些主题上还有足够的空间进行更多的研究。这一点尤其重要，因为在当前气候变化、数字化和其他“农业4.0”技术等问题和趋势引发的快速变化背景下，农民、顾问、教育工作者和学生面临着新的挑战(da Silveira、Lermen和Amaral 2021;Herrero et al. 2020;Klerkx和Rose 2020;Rose et al. 2021)，农业“生态化”的发展与一系列概念(Schnebelin 2022;Sumberg和Giller 2022)，以及社会经济和政策环境的其他趋势。因此，连接到“人性化扩展”的概念(Cook, Satizábal和Curnow 2021)并扩大对该术语的解释，还有更多关于如何进行更多工作的空间
{"title":"Advisory support and learning on non-technical aspects of farming: a key topic for extension and education research","authors":"L. Klerkx","doi":"10.1080/1389224X.2022.2073112","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2073112","url":null,"abstract":"The Journal of Agricultural Education and Extension publishes research on a broad variety of topics within the field of extension and education, applying diverse theoretical lenses and methodological approaches. Studies published in the Journal of Agricultural Education and Extension range from analysis of micro-level issues, such as student and farmer behaviour in relation to educational and advisory interventions (Hall, Turner, and Kilpatrick 2019; Kalule et al. 2019; Zaremohzzabieh et al. 2022) and farmers’ knowledge networks (Koutsouris and Zarokosta 2021; Kvam, Hårstad, and Stræte 2022; Mrnuštík Konečná and Sutherland 2022), to macro-level analysis of the institutional settings and organisational arrangements within national extension and education systems (Birner et al. 2006; Klerkx et al. 2017; Rijswijk and Brazendale 2017; Turner et al. 2021), as part of broader rural or agricultural knowledge and innovation systems. As regards the focus of extension and education interventions, provided through for example advisory services (Hoffmann and Thomas 2003), formal and informal training (Gerster-Bentaya, Knierim, and Herrera Sabillón 2022; Wanjiku, Mairura, and Place 2010), farm demonstrations (Sutherland and Marchand 2021), peer learning structures (Faysse, Sraïri, and Errahj 2012; Klerkx and Leeuwis 2009), many studies report on interventions related to technical topics such as soil management, plant and animal health management, and the implementation of farm mechanisation. While attention to how extension and education support learning and innovation on technical topics is and remains important, farming entails much more than managing technical issues. A range of social, economic, financial, and human resource issues as well as physical and mental health factors of farmers and other farm workers come into play in overall farm management. How these topics are addressed by extension and education has been the subject of articles in the Journal of Agricultural Education and Extension and elsewhere, with publications on extension and education related to topics such as human resources and finance (Berde and Piros 2006; Dockès et al. 2019; Hilkens et al. 2018; Mattila et al. 2007; Sasidhar and Van Den Ban 2006; Sh. Al-Rimawi et al. 2006), physical and mental health and safety of farmers, farm workers, and students (Azzi et al. 2022; Inwood et al. 2019; O’Connor et al. 2021), and learning how to deal with controversial issues and license-to-produce (Pfeiffer et al. 2021). While this area of research is represented in the Journal of Agricultural Education and Extension, as indicated in an earlier editorial (Klerkx 2020) there is ample scope for more research on these topics. This is especially relevant because farmers, advisors, educators, and students face new challenges, in the current context of rapid change induced by issues and trends such as climate change, digitalisation and other ‘Agriculture 4.0’ technologies (da Silveira, Lermen, and Ama","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"25 1","pages":"251 - 253"},"PeriodicalIF":2.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60148321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-11DOI: 10.1080/1389224X.2022.2069828
P. Proietti, S. Cristiano
ABSTRACT Purpose: This study explores the state of the art of innovation support services within cooperation projects for innovation in Italy to shed light on the variety of actors that are supporting them and the functions they perform. Design/Methodology/Approach: The methodology applied for this study was based on a mix of methods used to monitor and investigate different aspects of cooperation projects for innovation over a period running from 2013 to the present. The analytical framework draws on the extensive literature on innovation support functions. Findings: The study highlights a transition scenario of advisory services towards ISSs. A multiplicity of actors, individually and in association, are engaged in supporting co-innovation processes providing all the functions which are used to orient actors in the different phases of the innovation process. Practical implications: These findings lay the foundations for reconsidering the role of the innovation support services within the agricultural knowledge and innovation system towards a more inclusive approach that recognises different types of services providers and involves them since the definition of the strategic framework of the CAP. Theoretical implications: The study presents a first mapping of the actors providing innovation support services in Italy, showing that all the functions described by the literature are provided during interactive innovation processes by different actors and even in the absence of a specific mandate. Originality/Values: The study validates and broadens, through a large-scale analysis, the knowledge about innovation support service providers and the functions they perform.
{"title":"Innovation support services: an evidence-based exploration of their strategic roles in the Italian AKIS","authors":"P. Proietti, S. Cristiano","doi":"10.1080/1389224X.2022.2069828","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2069828","url":null,"abstract":"ABSTRACT Purpose: This study explores the state of the art of innovation support services within cooperation projects for innovation in Italy to shed light on the variety of actors that are supporting them and the functions they perform. Design/Methodology/Approach: The methodology applied for this study was based on a mix of methods used to monitor and investigate different aspects of cooperation projects for innovation over a period running from 2013 to the present. The analytical framework draws on the extensive literature on innovation support functions. Findings: The study highlights a transition scenario of advisory services towards ISSs. A multiplicity of actors, individually and in association, are engaged in supporting co-innovation processes providing all the functions which are used to orient actors in the different phases of the innovation process. Practical implications: These findings lay the foundations for reconsidering the role of the innovation support services within the agricultural knowledge and innovation system towards a more inclusive approach that recognises different types of services providers and involves them since the definition of the strategic framework of the CAP. Theoretical implications: The study presents a first mapping of the actors providing innovation support services in Italy, showing that all the functions described by the literature are provided during interactive innovation processes by different actors and even in the absence of a specific mandate. Originality/Values: The study validates and broadens, through a large-scale analysis, the knowledge about innovation support service providers and the functions they perform.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"351 - 371"},"PeriodicalIF":2.8,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43377337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1080/1389224X.2022.2069829
Bélgica Bermeo-Córdova, José Luis Yagüe Blanco, Maritza Satama Bermeo, Ángel Satama Tene
ABSTRACT Objective: This research seeks to identify strategies that promote the sustainability of pre-professional practices in agricultural careers in Ecuador through the perceptions of actors from the academy, public sector, and business. Design/methodology/approach: This research uses online surveys, fuzzy cognitive maps, and scenario analysis. The survey collects information on the characterization of pre-professional practices and perceptions on the development of practices related to management, administration, and contribution to the academic training of the agricultural graduate. The information was obtained from 194 surveys. Results: The findings highlight three strategic variables: (i) plans, programs, and projects (ii) experience achieved in pre-professional practices, and (iii) management and administration of pre-professional practices. In the simulation of scenarios, the institutional framework of the pre-professional practices is reflected in the administrative management that includes the monitoring of practices and curricular updating. While the management of pre-professional practices responds to the agricultural problem with adequate monitoring and curricular plan. Practical implication: In Ecuador, pre-professional practices are part of the regulations imposed by the state towards higher education institutions. The research seeks strategies to connect the needs of the rural productive sector through pre-professional practices. Theoretical implication: The research contributes to the link between pre-professional practices and the rural productive sector in the academic training of agricultural graduates. Originality/value: Few empirical studies have examined the development of pre-professional practices in Ecuador as a strategy to link agricultural careers with the rural productive sector, where the student can identify job opportunities.
{"title":"Pre-professional practices in the training of agricultural graduates: the case of Ecuador using fuzzy cognitive maps","authors":"Bélgica Bermeo-Córdova, José Luis Yagüe Blanco, Maritza Satama Bermeo, Ángel Satama Tene","doi":"10.1080/1389224X.2022.2069829","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2069829","url":null,"abstract":"ABSTRACT Objective: This research seeks to identify strategies that promote the sustainability of pre-professional practices in agricultural careers in Ecuador through the perceptions of actors from the academy, public sector, and business. Design/methodology/approach: This research uses online surveys, fuzzy cognitive maps, and scenario analysis. The survey collects information on the characterization of pre-professional practices and perceptions on the development of practices related to management, administration, and contribution to the academic training of the agricultural graduate. The information was obtained from 194 surveys. Results: The findings highlight three strategic variables: (i) plans, programs, and projects (ii) experience achieved in pre-professional practices, and (iii) management and administration of pre-professional practices. In the simulation of scenarios, the institutional framework of the pre-professional practices is reflected in the administrative management that includes the monitoring of practices and curricular updating. While the management of pre-professional practices responds to the agricultural problem with adequate monitoring and curricular plan. Practical implication: In Ecuador, pre-professional practices are part of the regulations imposed by the state towards higher education institutions. The research seeks strategies to connect the needs of the rural productive sector through pre-professional practices. Theoretical implication: The research contributes to the link between pre-professional practices and the rural productive sector in the academic training of agricultural graduates. Originality/value: Few empirical studies have examined the development of pre-professional practices in Ecuador as a strategy to link agricultural careers with the rural productive sector, where the student can identify job opportunities.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"29 1","pages":"373 - 394"},"PeriodicalIF":2.8,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47005664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/1389224X.2022.2046617
G. Kvam, Renate M. B. Hårstad, Egil Petter Stræte
ABSTRACT Purpose To explore the role of farmers’ Micro Agricultural Knowledge and Innovation System (microAKIS) for different adopter categories and stages of uptake of digital technologies, by studying single farmers’ assemblages and sources of knowledge. Methodology The Triggering Change Model (TCM) was used to explore the role of microAKIS at different stages of innovation uptake. Two case studies were carried out of a radical digital technology, Automatic Milking Systems (AMS), and an incremental digital technology, electronic bells (e-bells). Findings In the AMS case, the farmer-based organizations that traditionally advise farmers were not visible for pioneers and early adopters at any stages of the TCM, but they were able to develop support in cooperation with technology suppliers for later adopters. For e-bells, farmers’ microAKIS was broad in the awareness stage but narrowed in the later stages and consisted then of mainly peer – for farmers with less digital competence. Practical Implications For radical digital technology, the farmer-based organizations should take an active role in all stages of technology uptake for all farmer categories. For incremental digital technologies, there is a need for farmer-based organizations to support farmers with weaker digital skills. To improve advice, farmers-based organizations should cooperate with technology suppliers. Theoretical Implications The study provides new insight into farmers’ microAKIS at different stages of farmers’ uptake of a radical and an incremental digital technology and in the transformation of AKIS. Originality This paper combines the microAKIS methodology with the TCM and farmer adopter categories for both a radical and an incremental digital technology.
{"title":"The role of farmers’ microAKIS at different stages of uptake of digital technology","authors":"G. Kvam, Renate M. B. Hårstad, Egil Petter Stræte","doi":"10.1080/1389224X.2022.2046617","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2046617","url":null,"abstract":"ABSTRACT Purpose To explore the role of farmers’ Micro Agricultural Knowledge and Innovation System (microAKIS) for different adopter categories and stages of uptake of digital technologies, by studying single farmers’ assemblages and sources of knowledge. Methodology The Triggering Change Model (TCM) was used to explore the role of microAKIS at different stages of innovation uptake. Two case studies were carried out of a radical digital technology, Automatic Milking Systems (AMS), and an incremental digital technology, electronic bells (e-bells). Findings In the AMS case, the farmer-based organizations that traditionally advise farmers were not visible for pioneers and early adopters at any stages of the TCM, but they were able to develop support in cooperation with technology suppliers for later adopters. For e-bells, farmers’ microAKIS was broad in the awareness stage but narrowed in the later stages and consisted then of mainly peer – for farmers with less digital competence. Practical Implications For radical digital technology, the farmer-based organizations should take an active role in all stages of technology uptake for all farmer categories. For incremental digital technologies, there is a need for farmer-based organizations to support farmers with weaker digital skills. To improve advice, farmers-based organizations should cooperate with technology suppliers. Theoretical Implications The study provides new insight into farmers’ microAKIS at different stages of farmers’ uptake of a radical and an incremental digital technology and in the transformation of AKIS. Originality This paper combines the microAKIS methodology with the TCM and farmer adopter categories for both a radical and an incremental digital technology.","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"671 - 688"},"PeriodicalIF":2.8,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44225304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-14DOI: 10.1080/1389224X.2022.2044005
S. Cristiano, P. Proietti
Systemic, multi-actor, user-centric approaches are increasingly used and promoted by innovation policies to meet complex societal challenges that, often, require socio-technical systems transitions or transformations, and for which there are no ‘one size fits all’ innovations (Ingram et al. 2020; Fieldsend et al. 2021). Integration of different knowledge and perspectives is crucial to catalyse transformative forms of innovation, able to promote more sustainable and resilient development pathways aimed at addressing problems, opportunities and challenges. (Beers, Sol, and Wals 2010; Moschitz et al. 2015). Multi-actor approaches involve a diversity of actors, including end users of innovation, who engage in iterative learning for change processes (Ingram et al. 2020). These processes demand, in many cases, co-production of knowledge and contact with a range of actors in numerous settings and networks at different scale levels (Leeuwis and Arts 2011). Indeed, transformative changes occur when local bottom-up initiatives are aligned with changes in innovation systems at multiple spatial or institutional scales (Moore, Riddell, and Vocisano 2015). Therefore, innovation can be described as a complex social learning process which develops through a progressive aggregation and mutual adjustment of roles and identities among actors of different systems (Arkesteijn, van Mierlo, and Leeuwis 2015; Klerkx, Aarts, and Leeuwis 2010; Douthwaite et al. 2017). Actors engaged in multi-actor approaches have different skills, languages, interests and goals, and there is need to create conditions to identify and discuss solutions and new ideas combining knowledge, perspectives and resources (Calliera et al. 2021). This requires capacities to effectively engage participants in productive interactions, and methods and tools that foster interaction, complementarity, trust, and appropriation of co-produced results by the involved actors. The implementation of the European Innovation Partnership (EIP) for agricultural productivity and sustainability is fertile ground to gather experiences from multi-actor innovation processes, analyse the skills and capacities needed to strengthen links between farmers and researchers, identify approaches, methods, and tools to improve the effectiveness and impacts of innovation processes, and explore experiences, both in policy implementation and governance, to support an ‘enabling environments’ for innovation. These were some of the challenges given to participants who submitted papers to the 24th European Seminar on Extension and Education (ESEE) held in Acireale (Italy) in 2019. This issue of the Journal of Agricultural Education and Extension presents five papers which deal with multi-actor processes under different perspectives, drawing lessons for improving the engagement and interactivity between actors, changing the attitudes and competences of advisors and engaging actors in co-producing knowledge for agricultural innovation syst
系统的、多参与者的、以用户为中心的方法越来越多地被创新政策使用和促进，以应对复杂的社会挑战，这些挑战通常需要社会技术系统的过渡或转型，并且没有“一刀切”的创新(Ingram等人，2020;Fieldsend et al. 2021)。整合不同的知识和观点对于促进变革性创新形式至关重要，能够促进旨在解决问题、机遇和挑战的更可持续和更有韧性的发展道路。(Beers, Sol, and Wals 2010;Moschitz et al. 2015)。多参与者方法涉及多种参与者，包括创新的最终用户，他们参与变革过程的迭代学习(Ingram et al. 2020)。在许多情况下，这些过程需要共同生产知识，并在不同规模水平的众多环境和网络中与一系列行动者进行接触(Leeuwis和Arts, 2011)。事实上，当地方自下而上的倡议与多个空间或制度尺度上的创新系统变化相一致时，变革就会发生(Moore, Riddell, and Vocisano 2015)。因此，创新可以被描述为一个复杂的社会学习过程，它是通过不同系统参与者之间角色和身份的渐进聚集和相互调整而发展起来的(Arkesteijn, van Mierlo, and Leeuwis 2015;Klerkx, Aarts and leeulewis 2010;Douthwaite et al. 2017)。参与多参与者方法的参与者具有不同的技能、语言、兴趣和目标，需要创造条件来识别和讨论结合知识、观点和资源的解决方案和新想法(Calliera et al. 2021)。这就需要有能力有效地让参与者参与到富有成效的互动中来，需要有方法和工具来促进互动、互补性、信任，并由参与的参与者利用共同产生的结果。实施促进农业生产力和可持续性的欧洲创新伙伴关系(EIP)是一个肥沃的土壤，可以从多方创新过程中收集经验，分析加强农民和研究人员之间联系所需的技能和能力，确定提高创新过程的有效性和影响的方法、方法和工具，并探索政策实施和治理方面的经验。支持创新的“有利环境”。这是2019年在意大利acreale举行的第24届欧洲推广与教育研讨会(ESEE)上提交论文的参与者面临的一些挑战。本期《农业教育与推广杂志》发表了五篇论文，从不同角度探讨了多参与者过程，为提高参与者之间的参与度和互动性、改变顾问的态度和能力以及让参与者参与农业创新系统转型和评估的共同知识生产提供了经验教训。在第一篇论文中，Dernat、Rigolot、Vollet、Cayre和Dumont探讨了整合基于游戏的支持以促进参与者在长期过程中的共同参与。他们认为，知识共享在实践中的运作化仍然具有挑战性
{"title":"Multi-actor perspectives in extension, education and system-wide innovations","authors":"S. Cristiano, P. Proietti","doi":"10.1080/1389224X.2022.2044005","DOIUrl":"https://doi.org/10.1080/1389224X.2022.2044005","url":null,"abstract":"Systemic, multi-actor, user-centric approaches are increasingly used and promoted by innovation policies to meet complex societal challenges that, often, require socio-technical systems transitions or transformations, and for which there are no ‘one size fits all’ innovations (Ingram et al. 2020; Fieldsend et al. 2021). Integration of different knowledge and perspectives is crucial to catalyse transformative forms of innovation, able to promote more sustainable and resilient development pathways aimed at addressing problems, opportunities and challenges. (Beers, Sol, and Wals 2010; Moschitz et al. 2015). Multi-actor approaches involve a diversity of actors, including end users of innovation, who engage in iterative learning for change processes (Ingram et al. 2020). These processes demand, in many cases, co-production of knowledge and contact with a range of actors in numerous settings and networks at different scale levels (Leeuwis and Arts 2011). Indeed, transformative changes occur when local bottom-up initiatives are aligned with changes in innovation systems at multiple spatial or institutional scales (Moore, Riddell, and Vocisano 2015). Therefore, innovation can be described as a complex social learning process which develops through a progressive aggregation and mutual adjustment of roles and identities among actors of different systems (Arkesteijn, van Mierlo, and Leeuwis 2015; Klerkx, Aarts, and Leeuwis 2010; Douthwaite et al. 2017). Actors engaged in multi-actor approaches have different skills, languages, interests and goals, and there is need to create conditions to identify and discuss solutions and new ideas combining knowledge, perspectives and resources (Calliera et al. 2021). This requires capacities to effectively engage participants in productive interactions, and methods and tools that foster interaction, complementarity, trust, and appropriation of co-produced results by the involved actors. The implementation of the European Innovation Partnership (EIP) for agricultural productivity and sustainability is fertile ground to gather experiences from multi-actor innovation processes, analyse the skills and capacities needed to strengthen links between farmers and researchers, identify approaches, methods, and tools to improve the effectiveness and impacts of innovation processes, and explore experiences, both in policy implementation and governance, to support an ‘enabling environments’ for innovation. These were some of the challenges given to participants who submitted papers to the 24th European Seminar on Extension and Education (ESEE) held in Acireale (Italy) in 2019. This issue of the Journal of Agricultural Education and Extension presents five papers which deal with multi-actor processes under different perspectives, drawing lessons for improving the engagement and interactivity between actors, changing the attitudes and competences of advisors and engaging actors in co-producing knowledge for agricultural innovation syst","PeriodicalId":46772,"journal":{"name":"Journal of Agricultural Education & Extension","volume":"28 1","pages":"137 - 140"},"PeriodicalIF":2.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47593000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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